surrounding technological happen, etc. People are socio-culturally other

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1 Theories of Education Actor-Network (ANT) Proponents Views of Learning Role of Educator Educational Implementation Michael Callon 1991 ANT is a framework and systematic Helping students to the Helping the and Bruno Latour way to consider the infrastructure real world how that students to achieve 1992 surrounding technological happen, etc. to understand the achievements. technological surroundings. Activity is a framework or Students need to The activity must descriptive tool for a system. collaborate with each consider in creating People are socio-culturally other learning objectives. embedded actors. There exists a hierarchical analysis of motivated human action. Activity Vygotsky, Leont'ev, and Luria Affordance Attribution J.J Gibson Weiner Affordance theory states that the world is perceived not only in terms of object shapes and spatial relationships, but also in terms of object possibilities for action - perception drive action. Attribution theory attempts to explain the world and to determine the cause of an event or behavior. The teachers must create good design or instructional materials that make affordance explicit. The teachers must know the ability of the students, appreciate their effort. Achievement can be attributed to (1) Effort (2) Ability (3) Level of task ability or (4) luck. Create an instructional design that is suited to the lesson with creativity. Every learner has the differences. A more balanced curriculum that incorporated the arts, selfawareness, communication, and physical education may be useful in order to leverage the intelligences that some students may

2 Ausubel s Subsumption Biological Theories Classical Conditioning Cognitive Contextual Theories David P. Ausebel Ivan Pavlov and John Watson Howard Gardner and Stenberg The knowledge is hierarchically organized; that new information is meaningful to the extent that it can be related to what is already known. Are radically different approaches to intelligence, seeking to understand intelligence in terms of its biological basis instead of hypothetical factors or abilities. Classical conditioning is conditioning in which the conditioned stimulus is paired with and precedes the unconditioned stimulus until the conditioned stimulus alone is sufficient to elicit the response. These theories address the way cognitive processes operate. Teacher s can use the verbal and textual presentations through the use of advance organizers as a tool for learning. Teachers must understand the intelligence of every learner. The teacher must provide conditioning motivation the will trigger the students to be active in the class. Consider the M.I of learners. Consider the independent aspects that relate intelligence. have. Use of advance organizers improves levels of understanding and recall. Full understanding of intelligence will only result from the identification of its biological substrates. Once the learner conditioned they will become active learner. The teaching and learning process will be activated. The verbal-linguistic and logicalmathematical intelligences are the ones most frequently used in traditional curricula. A more balanced curriculum that incorporated the arts, selfawareness, communication,

3 Cognitive of Moral Development Cognitive of Moral Development Dual-Code Ecological Lawrence Kohlberg's Lee Cronbach, Earl Hunt, Nancy Frost and Clifford Lunneborge Allan Paivio Bronfenbrenner Child's cognitive capabilities determine the growth of his moral reasoning. Cronbach voiced the need for the two methods to be united and led to the development of this Cognitive Theories of Intelligence; Cognitive analysis and the Cognitive approach. A theory of cognition. Both visual and verbal information are processed differently and along distinct channels with the human mind in order to create separate representations for information processed in each channel. This theory explains development in terms of relationships between people and their environments, or contexts. One of the guidance in developing learner s moral. Not the cognitive ability must the teacher build but the moral values of the learners The teachers can use the verbal and visual information to the learners who have a multiple sensory modalities. We must consider or know what kind of environment learner s belong are. and physical education may be useful in order to leverage the intelligences that some students may have. Teach that is related to real life situation. Once the learner conditioned they will become active learner. The teaching and learning process will be activated. Dual code can potentially provide an improved learning when the viewers attend to two images because visual and verbal cues do not compete with each other. Children acquire experiences to the built-in knowledge, and modify his understanding of

4 the environment. Ethology Functionalist Gestalt GOMS Model Durkheim Wertheimer, Kohler, Koffka Card, Moran and Newell 1983 Ethology points to genetically survival behaviors assumed to have evolved through natural selection. This theory focuses on the ways that universal education serves the needs of society. The Gestalt is that the whole is greater than the sum of its parts; learning is more than just invoking mechanical responses from learners. The GOMS Model is a human information processing model that predicts what skilled users will do in seemingly unpredictable situations. Teacher must show empathy and sympathy but not apathy. Teachers must give his/her students a reward (positive reinforcement) for the learners who are following schedule, following directions, meeting deadlines and obeying authority. Teacher must give fact information to the learners because they actively process and restructure data in order to understand it. Goals set objectives that can be accomplish. Operators basic perceptual, cognitive, or motor actions used to accomplish a goal Methods procedures that can accomplish a goal. Emotional relationships are important for learners survival. The role of education as one of socializing people into society s mainstream. Transmission of core values and social control. Gestalt theory is focused on the experience of contact that occurs in the here and now. It considers the life space of teachers as well as the students. GOMS is useful for uncovering a frequent goal supported by a very inefficient method thereby informing a design change to include a more effective method.

5 Identity Status Information Processing Instrumental or Operant Conditioning Jerome Bruner's : Categorization James Marcia and Simon Fraser Burrhus Frederick Skinner Jerome Seymour Bruner The one's sense of identity is determined largely by the choices and commitments made regarding certain personal and social traits. Takes the human mind as a system that process information. Wherein the stimulus response pattern is strengthened by immediately following responses with the reinforcing stimulus. "To perceive is to categorize". Bruner believed that people interpret the world in terms of its similarities and differences. Selection rules personal rules users follow in deciding what method to use in a circumstance. We are responsible in helping the students to explored and committed to an identity in a variety of life domains from vacation, religion, relational choice, gender roles. Teachers must touch the sensory motor of the students to achieve the desire goal in order to learn. Teacher may give a positive and negative reinforcement. The teacher is anything that strengthens the desired response. Teacher s must categorize all the topic that is needed to be discuss as well as the activity and the q & a. The core idea is that one s sense identically is determined largely by the choice and commitments made regarding certain personal and social traits. They believe that how a person thinks about and interprets what s/he receives shape what he/she will learn. Learning is a result of change in overt behavior. Reinforcement is the key element of S-R theory. The activity must align to the objective.

6 Multiple Intelligence Nativism Pavlov's Classical or Respondent Conditioning Howard Gardner Chomsky - supporter Ivan Pavlov There are different kinds of mental abilities that make up different kinds of intelligence. Nativism views human as endowed with genetic traits seen in all members of the species, regardless of differences in their environments. Wherein the association between a conditioned stimulus and a response is strengthened by repeated presentation with the unconditional stimulus. Teachers must have utilized this theory to support the notion that instruction should entail far more than a verbal/linguistic presentation of ideas and include experiential opportunities that enable people with varying types of intelligence to be successful. Help the students to develop their capacity to perceive the world. The teacher must provide conditioning motivation the will trigger the students to be active in the class. The verbal-linguistic and logicalmathematical intelligences are the ones most frequently used in traditional curricula. A more balanced curriculum that incorporated the arts, selfawareness, communication, and physical education may be useful in order to leverage the intelligences that some students may have. Teach that is related to real life situation. Once the learner conditioned they will become active learner. The teaching and learning process will be activated.

7 Psychoanalytic Psychometric Psychosocial of Human Development Reinforcement S. Freud The libido of psychic energy, which is sexual in origin, is the primary driving forces. Charles Spearman Erik Erikson B.F Skinner Intelligence has two factors: a general mental ability factor, g, which represents what different cognitive tasks have in common; plus many Specific factors, s, which include mental abilities. The development as resulting from the interaction between internal drives and cultural forms the interaction between internal drives and cultural demands; This theory is about psychosocial stages. Behavior is a function of its consequences. The learner will repeat the desires behavior if positive reinforcement follows the behavior. We must teach the students to become aware about their sexual preferences and organs. Teacher must develop the child holistically. Teachers must aware about the students in their psychosocial human development. The teacher must give positive reinforcement. She may also give negative reinforcement depends upon the approach. The students who excelled on one mental ability test often did well on the others, and people who did poorly on one of them tended to do poorly on the others. The man can mold, shape environment to meet his needs as well as that of society through analytical, creative and practical abilities. Behavior is a function of its consequences.

8 Self-Theories Carol Dweck Describes a series of empiricallybased studies that investigate how people develop beliefs about themselves and how these selftheories create their psychological worlds, shaping thoughts, feeling and behaviors. Social- Learning Albert Bandura Social Learning focuses on the learning that occurs within a social context. Teachers demonstrate empirically that students who hold entity theories of intelligence are less likely to attempt challenging tasks are at risk for academic underachievement. Some students are motivated to work harder and why others fall into patterns of helplessness and are self-defeating. Teachers can show a video or movie to the students or she can demonstrate on how to solve a math problem. The implications for the concept of selfesteem, suggesting a rethinking of its role in motivation, and the conditions that foster it. Students often learn a great deal simply by observing other people. Describing the consequences of behavior can effectively increase the appropriate behaviors and decrease inappropriate ones. This can involve discussing with learners about the rewards and consequences of various behavior.

9 Sociobiology Sternberg's Triarchic of Intelligence The Cognitivist The Conflict The Gender Schema The Innatist Sternberg Jean Piaget Sandra Bem Noam Chomsky Sociobiology focuses on the study of society using the methods and concepts of biological science. This theory comprises three parts of subtheories. Each subtheory addresses a different kind of intelligence; Experiential, Contextual, and Componential Intelligence. Asserts that children develop knowledge of the world and then "map" this knowledge onto language categories and relations. Maintaining social inequality and preserving the power of those who dominate society. This theory evolved from the social learning approach and is a variation of the cognitive development theory. Humans have a innate ability to acquire language; they are genetically preprogrammed for it. The teacher can relate the lesson to the real life situation. Create a HOTS question. Create a Task that can help to identify their individual differences and the principle of gender. Think about the possibility that a teacher forms overall impressions on the basis of the surface structures that a The man can mold, shape environment to meet his needs as well as that of society through analytical, creative and practical abilities. Higher order thinking skills must develop through the help of teachers. This theory postulates an organizational pattern of behavior that enables children to sort out perceived information. Think about how a child s cultural background contributes to his or her repertoire of surface structures.

10 The Social Contextual The Symbolic Interactionist Thorndike's Connectionism Tolman s Purposive Behaviorism Lev Vygotsky Robert Rosenthial and Lenore Jacobson Edward Lee Thorndike Tolman The social interaction influences both language and cognitive development. Symbolic interactionists limit their analysis of education to what they directly observe happening in the classroom. Wherein association is established between stimulus and responses. Referred to as Sign Learning and is often seen as the link between behaviorism and cognitive theory. student uses to communicate his or her meanings. Using ZPD. Monitor the progress of every learner. Classroom management is a must. Teacher transfer the learning occurs on preciously encountered situations. Teacher must understand and know the behavior of every learner to know when and where she need to start. Fly away Scaffolding. Teacher s expectations influence student performance, perception, and attitudes. Learning requires both practice and rewards. Learning is always purposive and goaldirected.